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| Criteria | Novice 1 | Emerging 2 | Competent 3 | Proficient 4 |
|---|---|---|---|---|
| Context of and Purpose for Writing | Demonstrates minimal attention to context, audience, purpose, and to the assigned task(s). | Demonstrates awareness of context, audience, purpose, and to the assigned task(s). | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s). | Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. |
| Content Development | Uses appropriate and relevant content to develop simple ideas in some parts of the work. | Uses appropriate and relevant content to develop and explore ideas through most of the work. | Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. | Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work. |
| Genre and Disciplinary Conventions | Attempts to use a consistent system for basic organization and presentation. | Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. | Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices. | Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, formatting, and stylistic choices. |
| Sources and Evidence | Demonstrates an attempt to use sources to support ideas in the writing. | Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. | Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. | Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. |
| Control of Syntax and Mechanics | Uses language that sometimes impedes meaning because of errors in usage. | Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. | Uses straightforward language that generally conveys meaning to readers and has few errors. | Uses graceful language that skillfully communicates meaning to readers with clarity and fluency and is virtually error-free. |
| Writing Process | Displays evidence of engagement in only some of the stages of the writing process expected by the professor—or evidence of writing process work that is not clearly reflected in the final written product. | Shares records of work done in the stages of the writing process (as appropriate for the assigned task[s]) that is reflected in some elements of the final written product. | Provides records of work done in the stages of the writing process (as appropriate for the assigned task[s]) that influenced the final written product. | Displays clear evidence (e.g., notes, drafts, records of peer revision) that work done in the stages of the writing process (as appropriate for the assigned task[s]) led to the final written product. |
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